Becoming a registered nurse.
This paper describes research carried out with clinical agencies and former students to ascertain the effectiveness of curriculum design within the third year of a problem-based Bachelor of Nursing programme. It shows that where holistic care, time management, prioritization of care, working as a team member, and sophisticated clinical reasoning were introduced as deliberate strategies in students' learning, the transition to the workplace was more successful.
Alavi
C
C
Griffith University School of Nursing, Brisbane, Australia.
Cooke
M
M
Crowe
M
M
D002983:Clinical Competence / Q000592:standards*; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D006801:Humans; D018794:Problem-Based Learning; D015397:Program Evaluation; D013338:Students, Nursing / Q000523:psychology*